The Organization has 54 field offices around the world. Its headquarters are located in Paris, France.

Its mission is to contribute to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information.

The Organization focuses, in particular, on two global priorities, Africa and Gender equality, and supports the implementation of the Sustainable Development Goals (SDGs) adopted at the 70th session of the United Nations General Assembly, through all its programmes.

A new report from the UNESCO Institute for Statistics (UIS) sets out a roadmap of strategies and tools to help countries produce vital data on education.

Like many regions of the world, Asia-Pacific faces significant challenges when it comes to the availability of data to monitor SDG4, as this information paper illustrates.

The SDG 4 Data Digest sets out the measurement challenges around the pursuit of the internationally agreed upon Sustainable Development Goal of providing quality education for every child by 2030, known as SDG 4. With a firm focus on national data, this year’s Digest emphasises data quality as the foundation for effective monitoring.

“Good quality data are vital if the world is to deliver on its promise of a good quality education for each and every child,” says Silvia Montoya, Director of the UIS. “The Sustainable Development Goals, with their emphasis on inclusion and equity, compel us to look far beyond national and regional averages to ensure that no child is being left behind. As a result, countries are now under unprecedented pressure to deliver and use more and better quality data.”

According to the Digest, less than half (47%) of the data needed to monitor progress towards SDG4 is currently available. Available data paints a grim picture of the quality of education, showing that an estimated 617 million children and adolescents worldwide are unable to achieve minimum proficiency levels in reading and mathematics, a clear signal of an ongoing learning crisis.

While the Digest argues that the statistical capacity of most countries is stretched to breaking point, “the Digest also shows how we can support countries and leverage the power of data to ensure a quality education so that no one is left behind,” says Montoya.

The UIS has developed tools and strategies that enable countries to produce their own high-quality data, and help donors channel resources to strategic approaches that work. These resources build on the Institute’s track record of working directly with countries and its mandate as the official source of data, standards and methodologies to monitor progress towards SDG 4. The Institute’s capacity development tools cover three main areas:

Data quality assessment tools to evaluate and strengthen the processes by which countries use different types of data, including administrative records, household surveys, learning assessments and expenditure information.

Manuals, guidelines and codes of practice to support the production of education data and provide national policymakers with the evidence they need to plan and monitor the performance of their education systems and progress towards the SDG 4 targets.

Tools mentioned in the Digest, including Education Data Quality Assessment Framework (EDQA) and the National Indicators Framework (NIF), are being piloted in 10 countries, four of which are in Asia:Afghanistan, Cambodia, Nepal and Myanmar